Edulitics (Education, Literature, and Linguistics) Journal

Power and Ideology in Online News: A Sociology-Cognitive Critical Discourse Analysis of Misty Copeland’s Representation in CNN

Ratna Dewi — 2026-01-23

This study examines how power and ideology operate in CNN’s online news representation of Misty Copeland, using Teun A. van Dijk’s Socio-Cognitive Critical Discourse Analysis (SCA) framework. The research explores how linguistic choices and discursive strategies simultaneously empower and constrain the portrayal of race, gender, and success within liberal media narratives. Data were drawn from selected CNN articles covering Copeland’s achievements and analyzed through textual, cognitive, and social dimensions to reveal how language, cognition, and ideology interact in shaping media representation. The findings indicate that CNN constructs Copeland’s identity through a discourse of “contained empowerment,” which outwardly celebrates diversity while subtly reproducing liberal and post-feminist ideologies. Linguistically, terms such as “trailblazer,” “breaking barriers,” and “making history” elevate Copeland as an exceptional figure. Cognitively, these expressions activate shared mental models grounded in meritocracy, reinforcing beliefs that upward mobility stems primarily from individual effort. Ideologically, the coverage depoliticizes issues of race and gender by transforming structural inequalities into narratives of personal perseverance. The study concludes that CNN’s portrayal of Copeland naturalizes inequality through celebratory empowerment discourse. While promoting diversity, the narrative obscures institutional power and social asymmetry. This research contributes to Critical Discourse Studies by integrating socio-cognitive and intersectional perspectives, highlighting the need for critical media literacy in understanding how digital news both emancipates and regulates meaning in contemporary culture.

From Convenience to Concern: Exploring AI Paraphrasing Tools in Academic Writing Practices across Indonesia

Badriyah Ulfah — 2026-01-25

Increasing numbers of educational institutions are using artificial intelligence (AI) tools, especially paraphrasing software. This technology is beneficial; however, it also raises concerns about its potential impact on writing development, originality, and creative thinking in higher education. Therefore, this qualitative exploratory study examines perspectives and usage patterns of paraphrasing tools among 25 lecturers at universities from eight regions across five islands in Indonesia. It further explores how lecturers keep students engaged, encourage creative thinking, and maintain academic integrity when AI support is available. The data collection process employed open-ended questions, enabling participants to provide detailed accounts of their experiences with paraphrasing tools, frequency and duration of use, underlying motivations, and pedagogical strategies used to promote critical thinking. The results show that most participants believe paraphrasing tools can help overcome writer’s block and reduce excessive textual similarity in academic submissions. Nonetheless, participants expressed concerns about possible over-reliance, superficial revisions, and diminished idea generation, which could hinder the creation of original arguments and an authentic authorial voice. Participants therefore recommend project-based learning (PjBL), problem-based learning (PBL), authentic writing tasks, and a process-based approach, complemented by explicit guidance on ethical AI use. This study concludes that although AI tools can provide substantial support, lecturers should integrate them through pedagogies that emphasize authentic writing processes, reflective practice, and independent thinking. Therefore, universities should set clear AI-use policies and train lecturers to integrate paraphrasing tools through authentic, process-based PBL/PjBL to support originality, critical thinking, and academic integrity.

Women’s Voices in Cyberspace: A Feminist Reading of Digital Narratives on Wattpad

Afni Rosalina — 2026-01-23

In the digital era, online platforms have transformed the way literature is produced and consumed, providing new spaces for marginalized voices to emerge. This study explores how women articulate their voices, identities, and lived experiences through digital literary works on Wattpad. Anchored in the framework of feminist literary criticism, the research analyzes the representation of female characters, dominant narrative themes, and stylistic patterns employed by women authors. Using a qualitative-descriptive method, several popular Wattpad stories written by female writers were examined to uncover how digital narratives reflect feminist consciousness. The findings reveal that Wattpad functions not only as a site of popular entertainment but also as a medium of emancipation and symbolic resistance against patriarchal structures. Female protagonists are often portrayed as independent, self-aware, and empowered figures who challenge traditional gender norms. Aesthetically, the narratives exhibit the characteristics of ecriture féminine, a writing style that emphasizes emotional depth, intuition, and embodiment. The study concludes that women’s digital literature on Wattpad represents a dynamic form of contemporary feminist expression, where new media act as platforms for self-articulation, solidarity, and gender awareness. This demonstrates that digital culture plays a vital role in reshaping the boundaries of literary production and in amplifying women’s voices in the modern literary landscape.

Fostering EFL Students’ Academic Literacy: Students' Perception Using Elicit AI

Irwan Sulistyanto — 2026-01-27

Elicit AI is an artificial intelligence–powered research assistant designed to help users locate, evaluate, and synthesize scholarly sources efficiently. As the use of AI tools in higher education continues to expand, there remains limited empirical research on how such tools are perceived and utilized by English as a Foreign Language (EFL) students, particularly in supporting academic literacy skills such as sourcing and managing references for thesis writing. Addressing this gap, the present study examines English Education students’ perceptions of Elicit AI as a tool for enhancing academic literacy. Using a mixed-method design, data were collected from 21 sixth-semester students through questionnaires and interviews. Results show that 75% of students perceive Elicit AI as useful, 82% find its feedback effective, and 67% report an increase in motivation and engagement. While descriptive data suggest gender neutrality, One-Way ANOVA reveals a significant difference between male and female students. These findings highlight Elicit AI’s potential to foster academic literacy and engagement in EFL contexts. Limitations include the small sample size and reliance on self-reported data. Future research should investigate broader demographics and curriculum-level strategies for the equitable and ethical integration of AI in language education. Overall, Elicit AI demonstrates strong potential as a supplementary tool for fostering academic literacy and supporting students’ engagement in higher education

Feminist Perspectives on Domestic Violence in the Film Adaptation of It Ends with Us By Justin Baldoni

Purwarno Purwarno — 2026-01-28

Domestic violence is a widespread social problem that disproportionately affects women and reflects deep-seated gender inequalities embedded in personal, cultural, and institutional structures. Feminist theory offers a critical lens for understanding how patriarchal norms and unequal power dynamics normalize abusive behavior while restricting victims’ access to justice and support. This study explores the feminist representation of domestic violence in the film It Ends with Us, adapted from Colleen Hoover’s bestselling novel, which has drawn significant attention for its portrayal of intimate partner abuse. Using a qualitative approach grounded in feminist criticism, the research examines the film’s depiction of physical violence, emotional manipulation, coercive control, and the psychological complexities faced by survivors. The narrative follows Lily Bloom, a woman trapped in a cycle of affection and harm, whose experiences highlight the intergenerational transmission of trauma and the lingering effects of witnessing violence in childhood. Her journey reflects the difficult process of asserting identity and agency within an abusive relationship. The analysis considers cinematic and narrative techniques such as framing, symbolism, dialogue, and character development to assess how the film shapes audience empathy and understanding. It also evaluates whether the film challenges or reinforces traditional gender roles and societal misconceptions surrounding domestic abuse. The findings suggest that It Ends with Us has meaningful potential to raise awareness, influence public conversation, and support feminist advocacy aimed at confronting patriarchal structures. Ultimately, the study argues that the film demonstrates the transformative capacity of feminist storytelling to encourage social reflection and empower survivors.

Systemic Functional Analysis of NATO’s Linguistic Strategies to Debunk Russian Information Warfare

Muhammad Andrean Syahsurya — 2026-02-05

Information warfare has become a vital area in modern geopolitical battles because language functions as both a combat tool and a defensive mechanism. The research investigates NATO's development of epistemic authority in counter-disinformation discourse through Systemic Functional Linguistics (SFL) analysis. The study analyzes NATO's "De-bunking Russian disinformation on NATO" webpage to identify linguistic methods that affect thematic structure and ideational, interpersonal, and textual metafunctions. The thematic analysis showed NATO stands as a central theme throughout multiple clauses, which confirms its essential role in the text. The research used strategic deployment of Marked Themes to create historical frameworks through temporal markers and to perform acknowledge-then-refute moves through concessive markers and to emphasize evaluation through manner markers. The research findings demonstrate how SFL applies to counter-disinformation discourse while showing thematic analysis effectiveness and revealing how integrated metafunctional analysis reveals collaborative meaning creation processes. The research study shows how NATO uses four main strategies, which include empirical evidence, confident statements, systematic counterarguments, and strategic thematic emphasis. The thematic progression followed three patterns, which included maintaining constant theme focus and linear argument development, and derived progression for maintaining textual coherence. The research demonstrates that grammatical selection methods establish epistemic authority through consistent patterns that appear throughout different metafunctional layers. The research establishes a complete framework that enables researchers to conduct future counter-disinformation studies in various institutional settings.